Children with autism spectrum disorder benefit from interactive learning environments
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Scientific Articles
- Carter, E. W., Gustafson, J. R., Sreckovic, M. A., Dykstra Steinbrenner, J. R., Pierce, N. P., Bord, A., … & Mullins, T. (2017). Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorder. Remedial and Special Education, 38(4), 207-221. 10.1177/0741932516672067
- Ferguson, E. F., Nahmias, A. S., Crabbe, S., Liu, T., Mandell, D. S., & Parish-Morris, J. (2020). Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms. Autism 24, 1232–1245. https://doi.org/10.1177/1362361319894835
- Mason, R., Kamp, D., Turcotte, A., Cox, S., Feldmiller, S., & Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
Explanation of the Post
Communication and social interaction are difficulties faced by persons with autism spectrum disorder (ASD). Therefore, can they benefit from interactive learning environments? Research has provided some evidence in this regard. Mason et al. (2014) found that communicative interactions of students with ASD increased after the implementation of peer-mediated social skills programs in informal contexts of interaction. Carter et al. (2016) analyzed peer support arrangements for students with ASD in high school and found that these students increased their social interactions with peers, while academic engagement was increased or maintained for most of the students. Ferguson et al. (2020) analyzed language production and exposure to language in preschool students with ASD in different educational settings and found that children in inclusive classrooms received more verbal input from peers and produced more speech as compared to students in autism-only classrooms or mixed disability classrooms. Therefore, according to research, students with ASD can benefit from inclusive interactive learning environments and receive positive impacts precisely in those areas in which they have the most difficulties: social interaction and communication. Research also suggests the importance of designing and providing the necessary supports, and especially considering the implementation of peer support strategies.
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Investigaciones anteriores muestran una brecha entre la identificación de prácticas basadas en evidencia para niños con trastorno del espectro autista y la adopción de esas PBE por parte de los maestros de aula. Sin embargo, pocos estudios han examinado el uso de la PBE en las aulas de preescolar.
Dynia, J. M., Walton, K. M., Brock, M. E., & Tiede, G. (2020). Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder. Research in Autism Spectrum Disorders, 77(101606), 101606.
El trastorno espectro autismo (TEA) como ya sabemos puede reflejar tener dificultades para la comunicación e interacción social, de aquí que el lenguaje no siempre será la mejor forma para comunicarse. Por esta razón la educación juega un gran papel, porque no hay una cura conocida para este trastorno, sino que hay terapias para mejorarlo.
Hay un artículo de investigación, que realiza un experimento para evaluar y mejorar el método para aumentar el conocimiento -la heurística de Nielsen- en los niños/as con TEA, donde nos dice que los sistemas interactivos para estas personas se centran en el tiempo real y de manera personalizada a cada individuo, al comprender su comportamiento. También comenta que en actualidad se ha demostrado que las aplicaciones de los sistemas interactivos cambian la vida de los TEA, ya que nos dan resultados positivos como interactuar, socializar, comunicarse y aprender de manera novedosa.
Khowaja, K., Salim, SS. (2015) Heurística para evaluar sistemas interactivos para niños con trastorno del espectro autista (TEA). PLOS ONE 10 (8): e0136977 https://doi.org/10.1371/journal.pone.0132187
Autism people has difficulties to obtain naturally socioemocionals skills. This collective, in most of subjects, needs to be helped to obtain them. In this process autism people, can interpretate real situations, who are feeling or emotions that can appear up in any event, how perform in different situations, generally, they learn to interpretate feelings and emotions of other people and themselves.
For this reason, for the difficulty of this collective to acquire social skills, in my opinion isn’t logic the segregation of them into special education schools. Is necessary to treat with neurotypical people for his full development.
Several studies prove that inclusive and interactive learning environments are positive for people with autism. Sansi, A., Nalbant, S. al Ozer D. (2021) prove that physical inclusive activities program with autism people and normative people increased motor and social abilities with students with ASD and improve motor abilities of the normative students and positively affected their attitudes towards the ASD students.
Furthermore, other way to work in abilities and inclusion is through a game context. Aldabas, R. (2022), evaluated if a game-based intervention among equals and helped by the teacher can improve basic social communication abilities of the kids with ASD. The study has done in regular classroom, using mediation among equals and integrated playgroup mode. The results suggested that the intervention package was effective at improving the social abilities of children with ASD.
Other way, interactive places help social interactions development too. Stone B., Mills K., al Saggers B. (2018) collected data through at-screen observations and semi-structured interviews. The analysis proved that online multiplayer games supported social interactions through modes, such as speech, writing and gesture, and within physical and virtual spaces. Furthermore, the findings showed that online multiplayer games supported the students’ uses, interpretations and mirroring of gestures for social interactions in inclusive educative environment.
Is very important to fight for autism people inclusion in classrooms and society.
Bibliographic references:
– Sansi, A., Nalbant, S. et al. Ozer, D. (2021) Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder. https://doi.org/10.1007/s10803-020-04693-z
– Aldabas, R. (2022) Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom. J Dev Phys Disabil. https://doi.org/10.1007/s10882-022-09840-1
– Stone B., Mills K., et al. Saggers B. (2018). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. https://doi.org/10.1080/13603116.2018.1426051
Apoyo entre iguales de las habilidades sociales con alumnado con NEE, específicamente, alumnado con TEA o síndrome de Asperger en la etapa de secundaria. Trabajar las aulas inclusivas.
Se ha confirmado en diversos estudios que la tasa de estudiantes con Necesidades Educativas Especiales NEE en la etapa de secundaria es menor que en la etapa de educación primaria y a raíz de esta barrera, se han resaltado las dificultades de inclusión del alumnado con NEE, sobre todo, en la etapa de secundaria.
Por lo tanto, nace la necesidad de fomentar y crear grupos interactivos que fomenten la participación y la cohesión social, donde diferentes evidencias científicas nos muestran como llevar a cabo grupos interactivos como políticas educativas y acciones de éxito que logran motivar el aprendizaje en centros de Educación Primaria.
Pero diferentes estudios muestran que también se verifica la inclusión educativa en los centros de Educación Secundaria con todo el alumnado, incluyendo NEE, fomentando así la cohesión social entre pares, su motivación intrínseca, el trabajo cooperativo… entre otras.
Por este motivo, fomentar políticas educativas que mejoren la cohesión social en centros de Educación Secundaria, donde la segregación es más frecuente, mejoraría la convivencia y la potencialidad de todo el alumnado, incluyendo NEE y grupos minoritarios.
Se ha demostrado que estas prácticas educativas, como los grupos interactivos, fomenta dentro de los actuales grupos heterogéneos acciones de esperanza con una cooperación con los y las demás, fomentando diálogos entre pares y promoviendo una inclusión educativa real en el alumnado con Necesidades Educativas Especiales.
Mateu, D., Gómez-Domínguez, T., Cuxart, M. & Roca-Campos, E. (2021, June 21). Entornos de aprendizaje dialógico que mejoran el aprendizaje instrumental y la inclusión de estudiantes con necesidades especiales en la educación secundaria. Frontiersin. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.662650/full?s=09
Griffith, Gemma M.., Totsika, V. & Nash, S.”Simplemente no encajo en ninguna parte”: experiencias de apoyo y necesidades futuras de apoyo de las personas con síndrome de Asperger en la edad adulta media.. https://doi.org/10.1177/1362361311405223
Morales-Hidalgo, P., Hernández-Martínez, C., Voltas, N. & Canals, J. (2017). EDUTEA: A DSM-5 teacher screening questionnaire for autism spectrum disorder and social pragmatic communication disorder. International Journal of Clinical and Health Psychology, 17(3), 269-281. https://doi.org/10.1016/j.ijchp.2017.05.002